Linked to the changing nature of ofsted rating lessons, here is a great blog discussing the role of lesson observations
The quality of talk in the classroom is a key theme of our CPD programmes – this is well worth a look
In this typically engaging short video piece from Hans Rosling, the world-renowned data visualisation and data-entertainment guru (see his brilliant TED Talks for more), identifies the power of explaining using props. He emphasises that although video can be used to explain some concepts, (see Ted-ED for examples to use if you’re looking to implement some flipped learning in your lessons), nothing replaces the teacher and their ability to make learning fun through the explanations they can offer. For teachers and presenters alike, being able to draw upon a vast repertoire of explaining is fundamental to being able to meet the needs of all learners/ listeners. As a result, there’s a great opportunity to keep refreshing ‘explaining techniques’ and consider the many ways we can employ quality teacher talk to differentiate, challenge and encourage learners to understand new concepts and think in new ways.
I’ve included a screen shot of an observation format I use very…
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What are the most effective use of lesson observations?
Grit….getting it…developing it….keeping it….
Originally posted on Class Teaching:
Browsing through twitter I came across this Ted talk by Angela Lee Duckworth, an American psychologist talking about grit as the key to success. This ties in perfectly with the ideas of Dweck on ‘Growth Mindset’ and Berger on ‘an ethic of excellence’:
In it she describes grit as:
“sticking with your future — day in, day out, not just for the week, not just for the month, but for years — and working really hard to make that future a reality.”
“Grit is living life like it’s a marathon, not a sprint.”
“Passion and perseverance for long term goals”
“Working hard to make your future a reality”
So what does this mean in reality, on a day to day basis in the classroom? What do we as teachers need to be doing more of, to make our students more ‘gritty’? Here are a few initial thoughts:
- Not allowing students to…
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